About David Logue

I am a Year 4 teacher at UNIS Hanoi.

Week 20 in 4B

Market Day

This week two of our groups connected with their Service Learning Group from the High school. They discussed their ideas for action and handed over the money they had raised from their Market Day stall.


Mapping Our Journeys

This week we have been experimenting with the idea of Sketch-noting to chart our learning journey over the last two units of inquiry.

Here is a link from Heidi’s dad (Grade 5 teacher) about this concept https://www.verbaltovisual.com

Here are a few examples of our work.


Have a great break over TET







Week 19 in 4B

Market Day

Wow!!!!! What an amazing job the the students from 4B did on Market Day. Despite having to move inside due to the high AQI the day was an outstanding success on so many levels.

4B raised over 9 320 000 VND and as a grade we raised over 27 000 000VND

The children completed SEE SAW posts about their experiences preparing for Market Day.

Here is Amelia Harman’s SEE SAW post which captures her reflection about the process.

Market Day 2020

My groups name eas Team Toys. We sold Fluffy slime in a box and in a cup and stress balls and popcorn, (cheese, caramel and salt) I discovered stress balls are not as easy as they look to make. I learned how hard it is to have a business even for only 2 hours and it takes lots of work and cooperation. I am proud of the way my group worked together we had some fights but we worked it out as a team. NowI understand more about setting up a business and how you have to research prices before you buy something to see which one is cheaper. The most important thing I have learned is how to set up a business. I am still confused about how we are going to get the money to the Chuc Son orphanage.  My group is donating to Chuc Son orphanage in Vietnam. We are donating to this place to help kids with disabilities have some fun so we are going to buy toys for them as a team. I was really interested when we got to make the things and sell the things. This will help me in the future in a high school service group or if i want to be a shop keeper or work at a shop. Something I would love to do again is work with my team. Something I did well in this was working with my team and coming up with ideas. When I think about what i have learned I feel happy and surprised because we got all that work done. We are donating 3050 000 VND to the orphanage with children who have disabilities. I have grown as a learner because know I know how to set up a business I have changed my thinking about Market day being hard because it wasn’t as hard as Ii thought it would be.

Here are some photos from the day.




In Maths this week we have been looking at factors and multiples as part of our Multiplication Unit.



Week 18 in 4B

Week 18 in 4B

Welcome back after the Winter break-it was wonderful to see all the students and hear about their holiday adventures.

Market Service Day

The students are very excited about Market Service Day next Tuesday-14 January.  Some children will arrive home today with an envelope containing money. This is the money that they have allocated to buy things for their stall. We have asked them to provide a receipt for any money spent (if they cant get a receipt just write one out on a piece of paper).

Please Note:

Their pricing was completed using the online L’s Website-I’m sure many of the ingredients can be sourced cheaper elsewhere which would assist greatly in reducing their costs. The lower they can make their costs, the greater their profit will be on Market Service Day.

Please check with your child about their plans for the day-some are planning of getting together to make things before Market Service Day.

Within the Transdisciplinary Theme of “How We Organise Ourselves” Grade 4 students investigated just how much market forces can affect the value of goods or services. They have discovered that determining the price of a product is a complicated matter. To make this as realistic an experience as possible the Grade 4 students have become Social Enterprise entrepreneurs.

All the money they raise will go towards taking action towards an SDG of their choice!

O​n ​Tuesday 14 January ​they will attempt to sell their products or services to an excited band of consumers, namely the students of Grade K2, 1, 2, 3 and 5.

Here is a copy of the email that was sent out earlier in the week

” Dear Parents,  

Happy New Year! 2020 is off and running with Market Service Day just around the corner. Market Service Day is on Tuesday, January 14th from 10:45-12:00. Students have been working incredibly hard on creating a small service or business for Market Service Day and we greatly appreciate your support. 

On Friday, groups will be coming home with their business loan money. Parents should be expecting students to ask to get together with their business partners over the weekend to shop and make their product so that it is ready for Tuesday. Students are aware that they need to keep any and all receipts for the business office, but your help to remind them would be appreciated.  Also, please be prepared to offer up some supervision if required in the kitchen (heat, knives…..). “

Each student has a copy of their Business plan on Google Drive and a job list in their bag. Please make sure they remember to bring their equipment and/or product to school either on Monday or Tuesday,

Here are some photos of the students making posters this week:



We are about to begin a Multiplication and Division unit of work.

Here are the Standards that we will be working towards over the coming weeks

Multiplication and Division

Outcome: MA2-6NA uses mental and informal written strategies for multiplication and division


Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

  • count by fours, sixes, sevens, eights and nines using skip counting
  • use the term ‘product’ to describe the result of multiplying two or more numbers, eg ‘The product of 5 and 6 is 30’
  • use mental strategies to build multiplication facts to at least 10 × 10, including:
  • using the commutative property of multiplication, eg 7 × 9 = 9 × 7
  • using known facts to work out unknown facts, eg 5 × 7 is 35, so 6 × 7 is 7 more, which is 42
  • using doubling and repeated doubling as a strategy to multiply by 2, 4 and 8, eg 7 × 8 is double 7, double again and then double again
  • using the relationship between multiplication facts, eg the multiplication facts for 6 are double the multiplication facts for 3
  • factorising one number, eg 5 × 8 is the same as 5 × 2 × 4, which becomes 10 × 4
  • recall multiplication facts up to 10 × 10, including zero facts, with automaticity
  • find ‘multiples’ for a given whole number, eg the multiples of 4 are 4, 8, 12, 16, …
  • relate multiplication facts to their inverse division facts, eg 6 × 4 = 24, so 24 ÷ 6 = 4 and 24 ÷ 4 = 6
  • determine ‘factors’ for a given whole number, eg the factors of 12 are 1, 2, 3, 4, 6, 12
  • use the equals sign to record equivalent number relationships involving multiplication, and to mean ‘is the same as’, rather than to mean to perform an operation, eg 4 × 3 = 6 × 2
  • connect number relationships involving multiplication to factors of a number, eg ‘Since 4 × 3 = 6 × 2, then 4, 3, 2 and 6 are factors of 12’ (Communicating, Reasoning)
  • check number sentences to determine if they are true or false and explain why, eg ‘Is 7 × 5 = 8 × 4 true? Why or why not?’ (Communicating, Reasoning)

Develop efficient mental and written strategies, and use appropriate digital technologies, for multiplication and for division where there is no remainder (ACMNA076)

  • multiply three or more single-digit numbers, eg 5 × 3 × 6
  • model and apply the associative property of multiplication to aid mental computation, eg 2 × 3 × 5 = 2 × 5 × 3 = 10 × 3 = 30
  • make generalisations about numbers and number relationships, eg ‘It doesn’t matter what order you multiply two numbers in because the answer is always the same’ (Communicating, Reasoning)
  • use mental and informal written strategies to multiply a two-digit number by a one-digit number, including:
  • using known facts, eg 10 × 9 = 90, so 13 × 9 = 90 + 9 + 9 + 9 = 90 + 27 = 117
  • multiplying the tens and then the units, eg 7 × 19: 7 tens + 7 nines is 70 + 63, which is 133
  • using an area model, eg 27 × 8
  • using doubling and repeated doubling to multiply by 2, 4 and 8, eg 23 × 4 is double 23 and then double again
  • using the relationship between multiplication facts, eg 41 × 6 is 41 × 3, which is 123, and then double to obtain 246
  • factorising the larger number, eg 18 × 5 = 9 × 2 × 5 = 9 × 10 = 90
  • create a table or simple spreadsheet to record multiplication facts, eg a 10 × 10 grid showing multiplication facts (Communicating)
  • use mental strategies to divide a two-digit number by a one-digit number where there is no remainder, including:
  • using the inverse relationship of multiplication and division, eg 63 ÷ 9 = 7 because 7 × 9 = 63
  • recalling known division facts
  • using halving and repeated halving to divide by 2, 4 and 8, eg 36 ÷ 4: halve 36 and then halve again
  • using the relationship between division facts, eg to divide by 5, first divide by 10 and then multiply by 2
  • apply the inverse relationship of multiplication and division to justify answers, eg 56 ÷ 8 = 7 because 7 × 8 = 56 (Problem Solving, Reasoning)
  • record mental strategies used for multiplication and division
  • select and use a variety of mental and informal written strategies to solve multiplication and division problems
  • check the answer to a word problem using digital technologies (Reasoning)

Use mental strategies and informal recording methods for division with remainders

  • model division, including where the answer involves a remainder, using concrete materials
  • explain why a remainder is obtained in answers to some division problems (Communicating, Reasoning)
  • use mental strategies to divide a two-digit number by a one-digit number in problems for which answers include a remainder, eg 27 ÷ 6: if 4 × 6 = 24 and 5 × 6 = 30, the answer is 4 remainder 3
  • record remainders to division problems in words, eg 17 ÷ 4 = 4 remainder 1
  • interpret the remainder in the context of a word problem, eg ‘If a car can safely hold 5 people, how many cars are needed to carry 41 people?’; the answer of 8 remainder 1 means that 9 cars will be needed


Students should be able to communicate using the following language: multiply, multiplied by, product, multiplication, multiplication facts, tens, ones, double, multiple, factor, shared between, divide, divided by, division, halve, remainder, equals, is the same as, strategy, digit.






Week 17 in 4B

This week we have concluded our investigation into addition and subtraction  with our Math Coach Ms Beth. Our final task was to plan travel routes both within Vietnam and around the world using our Maths skills.

Market day

The students  are busy preparing for Market Day which will be on January 14. Market Day is a very exciting and valuable opportunity for the students to learn to work in groups, compromise, be responsible and organise themselves.  It is common that at some point during this process students could become frustrated with their group. We work to guide students through that process so that by the end of the unit they have learned valuable social and organisational skills. Please do keep in contact with any questions or concerns that may arise.

It is also important to note that after the break your child may be receiving a loan from UNIS to purchase supplies for Market Day. This will be dependent on what they are selling.  If you purchase any supplies with your own money please keep the receipt or write a record.  We want to make sure the students are keeping track of all of their costs as part of understanding how a business operates.  Again if you have any questions feel free to ask. 

Winter Break

Have a safe and restful Winter break. Thank you for all your support over the last 17 weeks.

Mr David

Week 16 in 4B

Week 16 in 4B

Market Day Preparation

UOI: How We Organize Ourselves Update

This week we have:

  • Created Market day groups
  • Decided on a Group name, the link to a Child Right and the link to the SDG’s
  • Created a Mission Statement for our Business group
  • Created a slogan
  • Learnt about Supply and Demand
  • Learnt about Profit and Lost
  • Learnt about costs
  • Brainstormed business ideas
  • Created Market surveys to determined the “wants’ of the customers
  • Decided on a final product or service
  • Researched recipes and the costs of the ingredients

Wow-no wonder we are all exhausted after such a busy week!!!!!!!!!!!

Please be sure to check in with your child about his or her group’s progress, and look for ways to support your child as this important project moves forward.






Week 15 in 4B

New Unit of Inquiry

Central Idea: Organisations consider purpose and market forces when creating goods and services.
Lines of Inquiry

  • How organisations consider purpose and needs and wants
  • Market forces influence decision making
  • The role of social enterprises in the community
Concepts: Causation, Connection, Function
Related Concepts: Systems, Economics,  Social responsibility

Market Day

Dear Parents and Families, 

You may have heard the buzz from your child that Market Service Day is approaching. Market Service Day is one of the highlights of grade 4 and for our ES community. Through Market Service Day, students raise money to donate to an organisation that links closely with the Children’s Rights they feel most passionate about.

January 14, 2020, is the day!

We will need your support with this project over the next couple of weeks. Here is a rough outline of the happenings:

December 2-7 is a focus on business, looking at profit, market forces, supply and demand, and unique selling points. Students will be looking at the Child Rights they are passionate about and groups will be formed during this time.

December 9-14 is a focus on writing up their business plan, looking at costs, and applying for their loan. Before we head out on the winter holiday students must have their plans finalised with teacher approval.

January 6-10 is finalising their product or service for Market Service Day, creating a slide/poster for the advertising campaigns and checking equipment needs. There is a very high chance that the weekend of January 11 and 12 groups will want to get together and work on their plans/product/shopping.

Please check the blog each week for any important updates from the homeroom. 

Thank you in advance for all of your support, 

Grade 4 Team


Guest Speakers 

We had guest speakers this week   from KOTO and Cousins Restaurant. It was great to hear from these two organisations as they provided  valuable insights into our current Unit of Inquiry.  IMG_9853     IMG_0157     from KOTO and Cousins Restaurant.

Week 14 in 4B

Thank you to all the parents who attended Open Classrooms on Tuesday. I hope you gained an insight to the learning which occurs in 4B on a daily basis.



Link to Standards that we are working on in class-click on Addition and Subtraction  2 (Grade 4)

In Maths this week we have learnt to play a game called Leap Frog to help us develop the mental addition Jump Strategy. The students also created a video explaining how the game works which they have shared on See Saw



Week 13 in 4B

Dear 4B Families,

We warmly invite you to our Elementary School Open Classrooms –  Tuesday 19th November.

What are Open Classrooms?

On the day, at selected times, our classrooms are open for you to observe lessons that put the philosophy and pedagogy of the Primary Years Programme into practice.

Purpose of Open Classrooms

Open Classrooms is for parents to get an insider’s view of what life is like inside the classrooms at UNIS.  By opening up our classroom doors we would like to give parents a glimpse of student-centered, constructivist teaching and learning in action. We aim to demonstrate our inquiry based teaching philosophy which is central to our identity as an IB school.

How does it work?

  • Classrooms across all subject areas in the ES will be designated as ‘open house’ events for certain lessons – 19th November, 2019.
  • A minimum of two lessons will be designated as ‘open’ in your child’s homeroom class
  • All specialist lessons will be designated as ‘open’
  • Parents may attend any of their child’s open lessons – both homeroom classes and specialist lessons.
  • Parents may only visit open lessons in classes that their child attends.
  • Please be aware that not all lessons are designated as ‘open’.  Be sure to check the schedule below

4B Schedule

The designated lessons for 4B are:

Guest Speakers

On Wednesday we had a guest speaker to discuss Child Rights with us. Her name was Ms Sharon and she works for Plan International here in Hanoi to help implement the United Nations Convention of Child Rights. Ms. Sharon mentioned that children’s rights could be put into 4 big idea groups.

1. Development rights 2. Protection rights 3. Survival rights 4. Participation rights

Here are some Reflections by the students.

I think Protection Rights are really important ones for us at UNIS. I think they are really important because at school you need to be protected and if a stranger goes into the school then the teachers and staff of the school will protect us. I also think this because if the students are searching on the internet for information and then a dangerous or inappropriate ad comes on, then the privacy from the schools technology will not allow it to happen EVER again.


I think SURVIVAL RIGHTS are really important ones for us in UNIS. I think they are really important because you need to live. People will die if they don’t have clean water and fresh food you will surely die.


I think protection rights are very important for us in UNIS. I think there are really important because if you don’t have protection you can be harmed and be in danger. Sometimes if you get harmed seriously it can cause bigger problems. You can even die!! That is why I think protection rights are really important in UNIS and other places.


I think PROTECTION RIGHTS are really important ones at UNIS. I think they are really important because no one deserves to be bullied no matter where they are from what they look like or what gender they are and it can affect them in different ways that aren’t healthy


Guest Speaker from UNICEF


Week 12 in 4B

Week 12  in 4B

This week we have been looking at the circumstances that affect access to opportunities as a part of our current Unit of Inquiry-see details below

Our next Unit of Inquiry-Sharing the Planet

An inquiry into:

  • Access to equal opportunities
  • Peace and conflict resolution

Central Idea:

Access to opportunities affects equity for all children

Lines of Inquiry

  • Children’s rights and equity
  • Circumstances that determine a child’s access to opportunities
  • Our responsibility and action towards equality

Here is a  slide show of an activity that we completed. The children also created a See Saw post explaining this task.

Vocabulary associated with this Unit


In Maths we have been working on using Number Lines to record our mental strategies. We have been looking at using the Jump Strategy to record our thinking.

  • select, use and record a variety of mental strategies to solve addition and subtraction problems, including word problems, with numbers of up to and including five digits, eg 159 + 23: ‘I added 20 to 159 to get 179, then I added 3 more to get 182’, or use an empty number line:




Week 11 in 4B

Dear Families,

Grade 4 Teachers are reaching out to you because we are hoping you or someone from your organization might support the learning of the Grade 4 students during this current unit of inquiry –into children’s rights with a particular focus on access to opportunities, the responsibility of the community and circumstances that impact children’s rights. It would be fantastic if we could also highlight SDG work in connection with children’s rights.

If you or someone you know would be able to support us by presenting and working with our students, please email me and/or fill out this form as soon as possible.

Sharing the Planet Provocation

Responses from our Sharing the Planet activity on Tuesday

Sharing the Planet Provocation

On Tuesday the students in Grade 4 were involved in a provocation for our new Unit of inquiry.
The Central Idea is “Access to opportunities affects equity for all children.”
I was in the red Group. My group went down to the field. When we got there Ms Christy and Mr David made us make four lines for each class. After that Mr David made us walk to the front of the cafeteria and after that Mr David and Ms Christy made all the boys and girls pick rocks up one by one and make a line with them down a path. We were not allowed to talk. If we did we would have to run across the field. After a few more minutes the girls were separated while we keep’t on moving the rocks. The girls had to make a line with leaves on another path. After the boys had to move the rocks to the other side of the path and after that we had to carry chairs and put them in a line on the other side of path we put the rocks on. After we had placed all the chairs in a line we got about a 40 second break then the girls started putting the leaves back while the boys were putting the chairs back were the tables are near the cafeteria and then the girls started putting the rocks back and then the boys joined the girls.  Remember we had to do everything one by one. When Iheard we were going down the field i got exited cause i thought we were going to play soccer. When we were half way in to the activity i was getting bored and annoyed. After we did everything and i got back to class i felt really mad tired thirsty and annoyed.


On Tuesday the students in grade 4 were involved in a provocation for our new Unit of Inquiry. The Central idea is “Access to opportunities affects equity for all children. I was in the Blue group, we went to the creativity room with Mr. Josh we could do almost every thing we wanted for example play on I pads or computers we were with air-con. Then we did a i Movie about the afternoon that we were having. At the end someone from the red group came and saw what we doing and he got jealous because he was just picking up rocks and putting them in a line. After the provocation finished Mr. David told us what the other groups were doing I felt bad for the other groups.


Sharing The Planet Provocation

On Tuesday the students in Grade 4 were involved in a provocation for our new Unit of Inquiry. The central idea is “Access to opportunity affects equity for all children.”

I was in the red group for our new Unit of Inquiry.
My group went down to the soccer field.
When we got there, Mr David and Ms Christy, made us go into four lines with our class.
Next we got rocks from the outside of the cafeteria, and taking one rock at a time we put the rocks in a straight line around the soccer field.
After that Mr David made the girls do the same thing but with leaves in a different spot around the soccer field, and made the boys put the straight line of rocks on the other side of where the rocks were with once again one rock at a time.
Finally we had to clean all the lines we had made up.
At the start I felt excited.
During the activity I felt bored, thirsty and annoyed.
Towards the end I was really annoyed with Mr David and Ms Christy.


BIBLIONASIUM is a 4B closed social network that allows students to log books, review them, and share or recommend them to fellow 4B student readers. I have registered and granted access to all students in 4B. Users get to choose an animated avatar and then can start to add books to their \”My Books\” section.

Students can log their progress, create reading challenges for themselves, and review and recommend books to their BiblioNasium 4B friends. In return, they’ll get to see what other students are reading in a safe, private environment.

Please ask your child to demonstrate how this program works.


TIP: make sure your child logs in through Destiny. 

There is a Grade 4 expectation that all students will use BiblioNasium to log their home reading as well as school reading.


Maths in 4B

What is a 3 Act Task?

A Three-Act Task is a whole-group mathematics task consisting of three distinct parts:

  • an engaging and perplexing Act One,
  • an information and solution seeking Act Two, and
  • a solution discussion and solution revealing Act Three.

Why we use this strategy at UNIS?

  • To provide an engaging context for the use of mathematics and the development of mathematical understanding.
  • To reduce the literacy demand.
  • To add engagement. Students wonder what will happen next.
  • To create low barriers to entry, allowing the teacher to scaffold as necessary.
  • To provide an opportunity for estimation and reasonableness.
  • To provide opportunities to talk about mathematics.
  • To provide opportunities for reflective thought.
  • To build new knowledge from prior knowledge.
  • To encourage multiple approaches.
  • To honor diversity.
  • To create situations which require students to engage in mathematical modeling.
  • To build relational understandings among mathematics concepts.
  • To shift student ideas about justification of thinking and answers.​

How it Works?

ACT 1: Engage and Perplex

  • In Act 1, the teacher sharing with students an image, video, or other situation that is engaging and perplexing.
  • Students discuss what they notice and wonder. They generate question to ask about the situation.
  • Students decide on a question to answer and make estimates about the likely solution.

ACT 2: Seek Information and Solutions

  • In Act 2, students work on finding solutions to their problems.
  • They use information they have and ask for more information as needed.
  • The teacher supplies more information as requested by students.
  • They may adjust their question as they work.

​ACT 3: Reveal, Discuss, Extend!

  • In Act 3, students share their work, their thinking, and their solutions.
  • There is a reveal by the teacher of a solution, and the discussion that ensues may take many directions:
  • Students might compare their solutions to each others and to the reveal.
  • Students might compare their solutions to their estimates and discuss the comparison.
  • Students might discuss the assumptions that were made in the work.
  • Students might think of other questions they could pursue next
  • The teacher helps students connect their work to the core math of the task.

Reference http://www.sfusdmath.org/3-act-tasks.html



Number Talks are short exercises aimed at building number sense. Number sense is the ability to play with numbers meaning students can visualize problem solving, perform calculations quickly, and are flexible in their mathematical strategy. Students who have strong number sense solve problems in more than one way and check that their answers make sense. During a number talk, students are thinking, asking their peers questions, and explaining their own thinking all while the teacher records the thinking.

  1. Present the class with a problem. Students are seated in a common area with no math tools. Number Talks are mental exercises.
  2. Give think time. (When a student raises their hand, it tells other students they were not fast or good enough in their thinking. To account for this, students give me a sly thumbs-up on their chest to signal that they have thinking they want to share. Then, they put up multiple fingers (on the same hand) to indicate they have multiple ways to answer/solve the problem.
  3. Call on a student– “_______, what are you thinking?” Have the student explain their thinking and then give their answer. My focus is always on the process not the answer.
  4. Offer the strategy to the class. Student will elaborate (if correct) or ask questions (if misguided). If students aren’t sure they understand a friend, they will say “I’m a little confused. Could you tell me in a different way?” If students agree with the student sharing they will do sign-language for ‘me too’ (thumb near chest and pinky pointing at friend). This builds the student’s confidence and offers the student sharing positive affirmations.
  5. Invite other students to share their strategies